WORKSHEET

Consumers Problem solving

Adrian Tennant

Look at these sentences. What do you think each persons problem might be?

When Im unhappy I eat a lot.

I feel so unhappy.
I dont want to do anything.
I just want to sit here doing nothing.

Im so worried.
I cant sleep properly and I always
have headaches.

While listening

Exercise 1

Listen to the recording and check your ideas from the Before listening
exercise.

While listening

Exercise 2

T/F

Its not a good idea to change the way you eat to match
the way a friend eats if they have an eating disorder.

T/F

It can be difcult to admit you have an eating disorder.

T/F

Exercise isnt good if you are feeling depressed.

T/F

There are professional people who can help you if you are depressed. T/F

Eating too much is a common sign of stress.

T/F

If you feel stressed then try and laugh it will help.

T/F

This page has been downloaded from www.onestopclil.com.

Written by Adrian Tennant. Copyright Macmillan Publishers Ltd 2009.

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If you are thin then you must have an eating disorder.

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Listen again. Are these sentences true (T) or false (F)?

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Before listening

Exercise 3

Listen again and write down words that match the following denitions.
a

The kind of food you eat every day (1)

An illness usually connected with eating too much or not enough (1)

To be, or do, the same as someone (1)

Getting better from an illness (1)

A doctor, nurse or health worker (2)

A list of things to do (3)

The answer to a problem (3)

To get smaller (3)

Follow-up
Choose one of the problems and make a chart showing the symptoms
(what happens if you have the problem) and tips or suggestions on how to
overcome the problem.

This page has been downloaded from www.onestopclil.com.

Written by Adrian Tennant. Copyright Macmillan Publishers Ltd 2009.

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Tips/Solutions

Symptoms

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While listening

TEACHERS NOTES
Consumers Problem solving
Adrian Tennant

Intermediate

Time needed
4060 minutes (approx)

Preparation

While listening

Photocopy of the worksheet for each

student.

1 Hand out the worksheet and ask the

students to read the sentences.
2 Put the students in pairs and ask them
to discuss whether they think each
sentence is true (T) or false (F).

2 Put the students in pairs and ask

them to discuss the sentences what
problem is each sentence about.
3 Monitor and see what ideas the
students have. If you notice they are
struggling write up one of the problems
i.e. Stress on the board and see if the
students can match it to one of the
sentences. Then encourage them to
think about the other two sentences.
4 Finally, ask the students for their
ideas, but do NOT give them the
correct answers yet.

Exercise 1
While listening
1 Tell the students you will play the
recording, they should listen and
check their ideas/answers to the
Before listening exercise.

3 Put the students in pairs and get them

to check their answers together.
4 Play the recording again, if necessary.
5 Check the answers as a class.

3 Play the recording.

4 Put the students in pairs and get them
to check their answers together.
5 Play the recording again, if necessary.
6 Check the answers as a class.

Key
1 F
6 F

2 T
7 T

3 T

4 F

5 T

Exercise 3
While listening
1 Hand out the worksheet and ask
the students to read the eight
denitions.
2 Put the students in pairs and ask them
to discuss what they think each word
could be.
3 Explain that you will play the
recording. They should listen and see
if they can hear a word (or a couple
of words together) that match each
denition. Point out that the numbers
in brackets refer to which section of
the listening the word is in i.e. (1) is in
the rst part on eating disorders.
4 Play the recording.

This page has been downloaded from www.onestopclil.com.

Written by Adrian Tennant. Copyright Macmillan Publishers Ltd 2009.

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1 Hand out the worksheet and ask the

students to read the three speech
bubbles.

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Before listening

Procedure

2 Play the recording.

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Exercise 2

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Note: The exact sentences arent on the

recording, so the students will need
to listen to the content.

Level

Key
Eating patterns

Eating disorder

Fit in

Recover(y)

Health professionals

Action plan

Solution

Reduce

Follow-up
1 Put the students in groups and hand
out the worksheet.
2 Ask the students to choose one of
the problems and complete the chart
(symptoms in column 1 and tips/
solutions in column 2).
3 Monitor and encourage the students
to think of new symptoms and tips.
4 Finally, ask a few groups to share
their ideas.

Tape Script
Problem solving
Take a look at these tips. What do you
think of them?

Eating disorders
If you, or one of your friends, has an
eating disorder, here are some things to
remember.

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Depression
Here are a few ways to feel happier.
* Do something you enjoy: watch a lm
you love, or listen to your favourite
music.
* Get physical! Doing exercise usually
makes you feel good about yourself.
* Share your problem. Discussing it with
a friend often helps.
* Remember that sad feelings will go
away. Nothing lasts forever.
* Dont hesitate to talk to sympathetic
teachers and parents.
* See a health professional. Remember
that they will respect your privacy.

Stress
Sometimes, life seems full of problems.
* Its normal to be nervous before
exams!
* Headaches, stomach pains, sleeping
problems and no interest in food can
all be signs of stress. Be alert!
* Write a list of the things that make you
feel stressed. Think of a solution for
each one.
* Make an action plan, and discuss this
with a friend.

This page has been downloaded from www.onestopclil.com.

Written by Adrian Tennant. Copyright Macmillan Publishers Ltd 2009.

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Note: If you think your students need

extra help you could write up the
words on the board, but in the
wrong order.

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7 Play the recording again if necessary

before checking as a class.

6 Monitor and help where necessary.

* People with eating disorders often use

food as a way of showing that they are
unhappy.
* Being thin doesnt mean they have an
eating disorder. There are other signs
to look for.
* If youre worried about a friend, try to
encourage them to get help.
* Never change your own eating patterns
to t in with theirs.
* If someone has an eating disorder, the
rst step to recovery is to admit it.
This takes courage.
* Eating disorders can affect everyone.

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5 Put the students in pairs and get them

to compare their answers.